TEACHERS’ INSTRUCTIONAL COMPETENCE IN ASSESSING EARLY CHILDHOOD LEARNERS IN THE GOMOA WEST DISTRICT, GHANA

Forfattere

  • Justina Adu Department of Early Childhood Education, University of Education, Winneba, Ghana
  • Sophia Baah Library, University of Education, Winneba, Ghana
  • Joseph Bentil Department of Basic Education, University of Education, Winneba, Ghana orcid.org/0000-0002-2755-0171

DOI:

https://doi.org/10.46827/ejes.v13i7.6937

Nøgleord:

early childhood education, learner assessment, cognitive development, psychomotor development, socio-emotional development, teacher competencies, Gomoa West Municipality

Resumé

The purpose of this study was to explore teachers’ instructional competence in assessing early childhood learners in the Gomoa West Municipality, specifically, the domains of learners assessed by early childhood teachers and the skills required to conduct effective assessments in the Gomoa West Municipality. Using the interpretivist paradigm and phenomenological research design, data were collected from 17 purposively sampled early childhood teachers through semi-structured interviews and observation checklists. Findings revealed that teachers assessed learners across cognitive, psychomotor, and socio-emotional domains, employing various strategies such as structured activities, play-based learning, and observation. The study also identified essential assessment skills, including patience, observation, and knowledge of child development, which supported accurate and holistic evaluation of learners. The study highlights the need for targeted teacher training and structured guidelines to improve assessment practices in early childhood education.

Forfatterbiografier

  • Justina Adu, Department of Early Childhood Education, University of Education, Winneba, Ghana

    Justina Adu (PhD) is Senior Lecturer at the Department of Early Childhood Education of the University of Education, Winneba, Ghana. She had her first Degree at the University of Education, Winneba where she offered Arts Education. She also obtained her Masters in Basic Education at the University of Cape Coast Ghana and terminal degree at the University of South Africa. She has published many papers which includes Emergent writing activities, material development, instructional materials development and other related Child Arts subject. Her research interest are Early childhood Art, language and literacy and related Early Childhood subjects.

  • Sophia Baah, Library, University of Education, Winneba, Ghana

    Sophia Baah is an educationist, librarian and researcher. She holds a Bachelor of Education (B.Ed.) with First Class Honours and an M.Phil. in Early Childhood Education from the University of Education, Winneba. She is a library professional at the University of Education, Winneba with research interest in early childhood education, educational assessment, leadership and community development. Sophia is passionate about promoting quality education, lifelong learning and women empowerment through research, leadership and community service.

  • Joseph Bentil, Department of Basic Education, University of Education, Winneba, Ghana orcid.org/0000-0002-2755-0171

    Joseph Bentil is an Associate Professor of Social Studies Education. He holds a Doctor of Philosophy in Social Studies Education from University of Education, Winneba and is with Department of Basic Education, School of Education and Life-Long Learning at the University of Education, Winneba, Ghana. Joseph Bentil is an educator whose academic and teaching interests lie at the intersection of Social Studies education, transformative pedagogy, citizenship education and contemporary social development. He is particularly committed to nurturing reflective, critical and socially responsible graduates who are equipped to understand Ghana’s complex social realities and contribute constructively to national development.

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Publiceret

2026-08-12

Nummer

Årg. 13 Nr. 7 (2026)

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Articles

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